Ange Fitzgerald
Datos Biográficos
| ID | 9605591 |
|---|---|
| NOMBRE | Ange Fitzgerald |
| NOMBRES | Ange |
| APELLIDO | Fitzgerald |
| FIRMA | FITZGERALD A |
| AFILIACIONES | University of Southern Queensland |
| ORCID | 0000-0001-8010-2215 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 10 |
| TOTAL DE CITAS | 1 |
| TOTAL COMO AUTOR | 10 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2010 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2025 |
| ÍNDICE H | 1 |
Re-using co-design in initial teacher education
Co-design as an effective tool in supporting partnerships is experiencing a renaissance in contemporary Initial Teacher Education (ITE) policy reform. While not a new construct, the current re-use of co-design represents a contemporary shift in collaboration, emphasising inclusivity and adaptability by integrating critical thinking and problem-solving with content and pedagogy. Despite its growing popularity, co-design's potential in supporting d…
Career transitions in teacher education
Career transitions are often studied from the perspective of changing from one career to the next. Missing from this definition, however, is that transitions can take place within a career. In the case of teacher education and academia, these transitions are often seen as well laid out with an accepted view of ‘success’ and those taking an alternate path being viewed as ‘less successful’. In this self-study, three teacher educators at different s…
Teacher educators’ learnings from change and growth in new educational contexts
In an increasingly dynamic and ever-changing global context, mobility and employment choices has resulted in professional diversification and change. These changes have offered opportunity for two researchers to apply an analytic approach to their experiences. This collaborative self-study explores how being in a new educational context influenced and shaped the thinking of two teacher educators in relation to initial teacher education. Journal e…
Interfaculty collaboration for improving international mobility experiences
Higher education institutions promote interfaculty collaborations in research and education projects, but few studies have examined the challenges of such collaborations. This case study investigates how a heterogeneous interfaculty group worked in a community of practice for two years curating an educational e-resource to support the professional learning of academic leaders of student international mobility experiences in their university. Focu…
Diverse perspectives and lived experiences of educational work
Innovative Uses of Visual Technologies in Initial Teacher Education
In Australia, schools and faculties of education are mandated to abide by a policy requiring preservice teachers ( pst s), to complete supervised professional placement ( pe ) in schools. The pe are drawn upon to meet the assessment criteria for degree completion. Two strategies are reported that supported individuals and education institutions to meet policy requirements while in lockdown. First, technology was used to overcome the challenge of …
Understanding teachers’ professional learning needs
Professional learning is a significant focus of discussion in most schools but it is not all that common for these conversations to be informed by teachers’ needs and expectations. Instead, they tend to be driven by external factors, such as accreditation, mandated professional development requirements and policies. Based on an in-depth study of a large number of teachers at one school, this paper begins to unpack the participants’ views about an…
Out in the field
At a basic level, it makes sense to involve pre-service teachers in school-based experiences (SBE) as a way of preparing them for the teaching profession. Little is known, however, about how SBEs might prepare pre-service teachers as future teachers of particular learning areas. The purpose of this study was to explore the impacts and highlight the implications of school-based experiences on primary pre-service teachers’ confidence and competence…
Navigating and negotiating borders
Beyond traditional gender roles and identity
African-American women continue to be at high risk for HIV and better prevention efforts are needed. The current paper sought to investigate the relationship between gender roles and condom-related outcomes among African American women. The sample consisted of 398 African-American women, who were administered a survey that contained measures of condom-related outcomes and gender role beliefs. We factor analysed their responses and three domains e…
Beyond traditional gender roles and identity
African-American women continue to be at high risk for HIV and better prevention efforts are needed. The current paper sought to investigate the relationship between gender roles and condom-related outcomes among African American women. The sample consisted of 398 African-American women, who were administered a survey that contained measures of condom-related outcomes and gender role beliefs. We factor analysed their responses and three domains e…
Navigating and negotiating borders
Understanding teachers’ professional learning needs
Professional learning is a significant focus of discussion in most schools but it is not all that common for these conversations to be informed by teachers’ needs and expectations. Instead, they tend to be driven by external factors, such as accreditation, mandated professional development requirements and policies. Based on an in-depth study of a large number of teachers at one school, this paper begins to unpack the participants’ views about an…
Out in the field
At a basic level, it makes sense to involve pre-service teachers in school-based experiences (SBE) as a way of preparing them for the teaching profession. Little is known, however, about how SBEs might prepare pre-service teachers as future teachers of particular learning areas. The purpose of this study was to explore the impacts and highlight the implications of school-based experiences on primary pre-service teachers’ confidence and competence…
Innovative Uses of Visual Technologies in Initial Teacher Education
In Australia, schools and faculties of education are mandated to abide by a policy requiring preservice teachers ( pst s), to complete supervised professional placement ( pe ) in schools. The pe are drawn upon to meet the assessment criteria for degree completion. Two strategies are reported that supported individuals and education institutions to meet policy requirements while in lockdown. First, technology was used to overcome the challenge of …
Diverse perspectives and lived experiences of educational work
Teacher educators’ learnings from change and growth in new educational contexts
In an increasingly dynamic and ever-changing global context, mobility and employment choices has resulted in professional diversification and change. These changes have offered opportunity for two researchers to apply an analytic approach to their experiences. This collaborative self-study explores how being in a new educational context influenced and shaped the thinking of two teacher educators in relation to initial teacher education. Journal e…
Interfaculty collaboration for improving international mobility experiences
Higher education institutions promote interfaculty collaborations in research and education projects, but few studies have examined the challenges of such collaborations. This case study investigates how a heterogeneous interfaculty group worked in a community of practice for two years curating an educational e-resource to support the professional learning of academic leaders of student international mobility experiences in their university. Focu…
Re-using co-design in initial teacher education
Co-design as an effective tool in supporting partnerships is experiencing a renaissance in contemporary Initial Teacher Education (ITE) policy reform. While not a new construct, the current re-use of co-design represents a contemporary shift in collaboration, emphasising inclusivity and adaptability by integrating critical thinking and problem-solving with content and pedagogy. Despite its growing popularity, co-design's potential in supporting d…
Career transitions in teacher education
Career transitions are often studied from the perspective of changing from one career to the next. Missing from this definition, however, is that transitions can take place within a career. In the case of teacher education and academia, these transitions are often seen as well laid out with an accepted view of ‘success’ and those taking an alternate path being viewed as ‘less successful’. In this self-study, three teacher educators at different s…
Psychology (10 obras) · Pedagogy (9 obras) · Sociology (8 obras) · Mathematics education (6 obras) · Medicine (5 obras) · Teacher Education and Leadership Studies (5 obras) · Medical education (4 obras) · Political science (4 obras) · Collaborative Teaching and Inclusion (3 obras) · Teacher education (3 obras)